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The Perceived Lived Experiences and Career Development Skills of Performing Arts Graduates in Non-performing Arts-Related Work.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Perceived Lived Experiences and Career Development Skills of Performing Arts Graduates in Non-performing Arts-Related Work./
Author:	St. Jean, Guedye B.
Description:	1 online resource (214 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
Subject:	Higher education administration. -
Online resource:	click for full text (PQDT)
ISBN:	9780355513479

The Perceived Lived Experiences and Career Development Skills of Performing Arts Graduates in Non-performing Arts-Related Work.
St. Jean, Guedye B.

The Perceived Lived Experiences and Career Development Skills of Performing Arts Graduates in Non-performing Arts-Related Work. - 1 online resource (214 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ph.D.)--Barry University, 2017.

Includes bibliographical references

A primary dilemma facing performing arts graduates is the transition from school to work. Although the amount of time required to attain a performing arts degree is similar to that of other professions, employment is not guaranteed through educational credentials. This research sought to explore the primary research question, which examined the perceived lived experiences of performing arts graduates working in non-arts-related fields. The research question and its subsets corresponded with the theoretical frameworks of Savickas (2002), and Lent, Brown, and Hackett (1994), who postulated varying perspectives for how individuals can build careers regardless of perceived barriers. Ten performing arts graduates were sampled. As a result of the data collection and analysis, a total of five themes emerged: preparation through a general framework of skills, high levels of adaptability, soft skills, high employability skills, and career development skills. From theme one, one subtheme emerged: performing arts strategies. Theme two produced three subthemes: financial security, family obligations, and new interests. Theme three formed three subthemes: writing, research, and computer skills, and as well as conceptual/thinking skills. Theme four evoked three subthemes: time management, good communication/strong interpersonal skills and team player/working well with others. Lastly, theme five produced three subthemes: matching one's skills to the work environment, building/cultivating skills, and maintaining positive interactions. Findings from this study may assist higher education performing arts administrators in program changes that will help students to graduate with a strong sense of the needed transferable skills for the 21st century workforce.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355513479Subjects--Topical Terms:

1148709
Higher education administration.
Index Terms--Genre/Form:

554714
Electronic books.

The Perceived Lived Experiences and Career Development Skills of Performing Arts Graduates in Non-performing Arts-Related Work.
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500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
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502 $a Thesis (Ph.D.)--Barry University, 2017.
504 $a Includes bibliographical references
520 $a A primary dilemma facing performing arts graduates is the transition from school to work. Although the amount of time required to attain a performing arts degree is similar to that of other professions, employment is not guaranteed through educational credentials. This research sought to explore the primary research question, which examined the perceived lived experiences of performing arts graduates working in non-arts-related fields. The research question and its subsets corresponded with the theoretical frameworks of Savickas (2002), and Lent, Brown, and Hackett (1994), who postulated varying perspectives for how individuals can build careers regardless of perceived barriers. Ten performing arts graduates were sampled. As a result of the data collection and analysis, a total of five themes emerged: preparation through a general framework of skills, high levels of adaptability, soft skills, high employability skills, and career development skills. From theme one, one subtheme emerged: performing arts strategies. Theme two produced three subthemes: financial security, family obligations, and new interests. Theme three formed three subthemes: writing, research, and computer skills, and as well as conceptual/thinking skills. Theme four evoked three subthemes: time management, good communication/strong interpersonal skills and team player/working well with others. Lastly, theme five produced three subthemes: matching one's skills to the work environment, building/cultivating skills, and maintaining positive interactions. Findings from this study may assist higher education performing arts administrators in program changes that will help students to graduate with a strong sense of the needed transferable skills for the 21st century workforce.
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